Abstract: The study followed a 2 × 2 quasi-experimental design with two independent variables “prior knowledge” (high and low) and “grouping types” (homogeneous and heterogeneous). The dependent variable was “learning performance” which includes cognitive and affective domains. A six-week field experiment including 134 undergraduates majoring in information management was conducted. The results are as following: 1.Subjects who have different prior knowledge level have significant difference in learning performance. 2. Female learners scored significant higher in learning enjoyment. According to the results above, implications for future research and directions were provided at the end.